Executive Functions Profiles in Preschool Children with Autism Spectrum Disorder

• Arnela Pasalic ^[1] ; Haris Memisevic ^[1]
  1. [1] University of Sarajevo

     University of Sarajevo

     Bosnia y Herzegovina

     
• Localización: Academic Journal of Health Sciences: Medicina Balear, ISSN-e 2255-0560, Vol. 38, Nº. 3, 2023, págs. 52-58
• Idioma: inglés
• DOI: 10.3306/AJHS.2023.38.03.52
• Títulos paralelos:
  • Perfiles de funciones ejecutivas en niños preescolares con trastorno del espectro autista
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Objetivo: Las funciones ejecutivas (FE) desempeñan un papel crucial en el funcionamiento humano general. Los niños con Trastorno del Espectro Autista (TEA) a menudo presentan déficits de FE. El objetivo de este estudio fue examinar las FE en niños preescolares con TEA.

    Métodos: La muestra de este estudio estaba formada por 32 niños (27 varones, con una edad media de 65,3 meses, SD- 4,0 meses) con TEA. El grupo de control estaba formado por 32 niños con desarrollo neurotípico (16 niños, edad media de 64,3 meses, SD- 5,1 meses). Las FE se evaluaron con el Inventario de Calificación de la Conducta de la Función Ejecutiva - versión preescolar.

    Resultados: Los resultados de este estudio indicaron que los niños con TEA tienen perfiles de FE más heterogéneos que los niños con desarrollo típico. Los niños con TEA tenían unas FE sustancialmente más bajas que los niños con desarrollo neurotípico.

    Conclusión: Identificar los déficits de EFs en niños con TEA a una edad temprana puede ayudar a crear programas para mejorar estos déficits. Los psicólogos y educadores tienen muchas intervenciones basadas en la evidencia a su disposición para mejorar las FE en los niños con TEA.

  • English

    Objective: Executive functions (EFs) play a crucial role in overall human functioning. Children with Autism Spectrum Disorder (ASD) often have EFs deficits. The aim of this study was to examine EFs in preschool children with ASD.

    Methods: The sample for this study comprised 32 children (27 boys, mean age 65.3 months, SD- 4.0 months) with ASD. The control group consisted of 32 children with neurotypical development (16 boys, mean age 64.3 months, SD- 5.1 months). EFs were assessed with Behavior Rating Inventory of Executive Function- Preschool version.

    Results: The results of this study indicated that children with ASD have more heterogeneous EFs profiles than children with typical development. Children with ASD had substantially lower EFs than children with neurotypical development.

    Conclusion: Identifying EFs deficits in children with ASD at an early age may help create programs to ameliorate these deficits.

    Psychologists and educators have many evidence-based interventions at their disposal to improve EFs in children with ASD.

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